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Jan 9, 2024

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APPENDIX Dear teacher friend, In the following pages you will come across a set of questions pertaining to the development and validation of a module based on TPR for primary school students. Your free and frank responses are most welcome. Your response may be indicated by a ( ✓ ) against your preferred option. The response will be kept confidential and used only for study purpose. Regards, Gopika Unni A.L Student Teacher St. Thomas Training College Thiruvananthapuram

SYNOPSIS OF THE PROJECT Name of the supervisor Name of the student MS. SEEMA KARTHIKEYAN GOPIKA UNNI A.L Assistant Professor, Register No: 16519386008 St. Thomas Training College St Thomas Training College TITLE OF THE PROJECT Development and validation of a module based on TPR for primary school students. HYPOTHESIS OF THE STUDY  The module based on TPR will enhance the primary student’s language learning effectively.  The module satisfy the TPR strategy in language learning. OBJECTIVE OF THE STUDY  To prepare a module based on TPR approach.  To validate the module based on TPR approach.  To prepare a rating scale for evaluating the developed module.

METHOD OD STUDY: SAMPLE AND TOOL In the present study, the investigator tried to develop a module based on TPR for primary school students. The investigator adopted experimental method to collect relevant data. The investigator analysed and found out the need for TPR approach for primary school students in teaching Grammar. The student teacher, 10 in number St Thomas Training College, Mukkolakkal, Thiruvananthapuram were the sample for the present study. A numerical rating scale was prepared by the investigator by referring various texts. It contains scores from 3-1 that is, to great extent, to some extent, not at all. This was distributed among the 10 student teachers of St Thomas Training College. ANALYSIS OF DATA  A rating scale on 5 modules based on TPR strategy for teaching Grammar was prepared.  The rating scale of 3 point scale consisted 10 needs which satisfies the TPR strategy. MAJOR FINDINGS OF THE STUDY  The prepared module fully satisfied the needs of TPR strategy.  Effective for teaching language in a stress free environment.  Very useful and easy to be adopted in classroom for language teaching.  Completely student centred.  Helps to develop a positive self image by sorting success oriented task and also so creating a supportive environment.  Helps improve the problem solving ability.

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BIBLIOGRAPHY Asher, J. (2007). TPR: After forty years, still a very good idea. Retrieved on 10 July 2013 from: http://www.tpr-world.com/japan-article.html Cameron, L. (2008). Teaching Languages to Young Learners. Cambridge: Cambridge University Press. Curtain, H. & A. Dahlberg (2010). Languages and Children, Making the Match: New Languages for Young Learners, Grades K-8. Boston: Pearson Education Inc. Ellis, G. (2008). Promoting diversity through children’s literature. British Council Retrieved on September 20, 2012 from http://www.teachingenglish.org.uk/teaching-kids promoting diversity-through- children % E2% 80% 99s-literature Harmer, J. (2007). The Practice English Language Teaching. Harlow: Pearson Education Limited. Krashen, S. (1998). Still a Very Good Idea. NovELTy, Vol. 5, Issue 4. Retrieved on 10 July 2013 from: http://ipisun.jpte.hu/~joe novelty/ Larsen-Freeman, D. (2004). Teachniques and Principles in Language Teaching Oxford: Oxford University Press Lee, W. R. (1986). Language Teaching Games and Contests. Oxford: Oxford University Press

Lightbown, P. & N. Spada (2006). How Languages are Learned. Oxford: Oxford University Press Moon, J. (2005). Children Learning English, Oxford: Macmillan Publishers Limited, Morley, J. (2001). Aural Comprehension Instruction: Principles and Practices. In Celec Murcia, M. (Ed.) Teaching English as a Second or Foreign Language. 3 rd edition, 69-85. Boston: Heinle Cengage Learning. Nunan, D. (1991). Language Teaching Atethodałogy: A. textbook for teachers. Hemel Hemp stead: Prentice Hall International Peck, S. (2001). Developing Children’s Listening and Speaking im ESL. In Celce- Murcia, M. (Ed.) Teaching English as a Second or Foreign Language, 3 rd edition, 139-149. Boston: Heinle Cengage Learning Phillips, S. (1993). Young Learners. Oxford: Oxford University Press. Richards, J. K. & T. Rodgers (2006). Approaches and Methods in Language Teaching New York: Cambridge University Press. Rinvolucri, M. (2006). Humanising Your Course book Activities to bring your classes to life. Peaslake: Delta Publishing Roth, G. (1998). Teaching Very Young Children: and Early Primary. Lon Rchmond Publishing Shin, J. K. (2014). Teaching Young Language Learners: From theory to practice. Boston: Heinle, Cengage Learning

APPENDICES  RATING SCALE

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